Pupil Achievement Research Articles

An inductive approach to grammar teaching in Grade 5 & 6 Irish immersion classes

This article describes quantitative findings from a mixed-methods exploratory study of the effectiveness of an explicit-inductive approach to grammar teaching in improving the linguistic accuracy of Grade 5 and 6 (n=274) students in 12 Irish immersion classes. A series of form-focused materials were designed to explicitly draw learners’ attention to the use of the genitive case in Irish over a four-week period. Students engaged in collaborative meta-talk when uncovering rule-based knowledge and they recorded explicit grammatical knowledge in a reflective language-learning journal. Results from a pre-test, post-test, delayed post-test design showed a highly statistically significant increase in the mean achievement of pupils from pre- to post-test, with a levelling off at delayed post-test. Interestingly, students’ increases in achievement were not dependent on initial student competency. This study points to the potential effectiveness of a social-constructivist explicit-inductive approach to improve the linguistic accuracy of students in immersion programmes.

The Emergence of High-Stakes Accountability Policies in Teacher Preparation: An Examination of the U.S. Department of Education’s Proposed Regulations

Using a sociological framework this article explores the emergence and possible consequences of the 2015 U.S. Department of Education’s proposed federal regulatory policy on teacher education programs and alternative route providers. After describing the key features of the policy, we examine the research literature looking for evidence of the merits of accountability policies in improving teacher education and preparation quality and outcomes. Although there is some research evidence that increased accountability measures may indeed contribute to improving the quality and outcomes of teacher education and preparation, the conditions under which this happens are not straightforward. While the stated aim of the regulatory policy, to ultimately advance student learning, finds widespread support in the education community, research evidence points to a number of validity problems with the overall policy. Of particular concern is the policy’s attempts at establishing a direct link between teacher preparation and two of the regulations’ suggested outcomes, namely graduates’ employment and pupil achievement. The policy as conceived could negatively impact program norms and resources and undermine the development of teachers’ human, cultural, and social capital. We discuss the accreditation challenges that the policy is likely to confront and implications for the future of teacher education and preparation accountability.

Equity in the Turkish education system: A multilevel analysis of social background influences on the mathematics performance of 15-year-old students

This paper aims to discover the level of equity in the Turkish education system using maths outcomes of 15-year-old students in the Programme for International Student Assessment (PISA) exam. In order to do that, associations between various social background variables and student performance are analysed via multilevel models. Female pupils, students from lower socio-economic backgrounds and students from eastern regions are all found to be disadvantaged in terms of maths outcomes. The biggest gap between students in Turkey is due to school types. The difference between selective academic schools and other types of schools is more than 100 points, which is equal to the difference between almost four grade years. However, the positive effect of attending selective academic schools is smaller for girls. Further investigations indicate that, in the Turkish education system, school type at secondary level represents the effects of socio-economic background and educational and physical resources at school in addition to previous achievements of pupils. Results of the analyses show that it is very hard to claim that the education system in Turkey is operating in a way that mitigates existing inequalities in the society. To the contrary, there are indications that the Turkish education system itself reproduces inequalities.

Monitoring the Achievement of Deaf Pupils in Sweden and Scotland: Approaches and Outcomes

Over the past two decades there have been major developments in deaf education in many countries. Medical and technical advances have made it possible for more deaf children to hear and speak successfully. Most deaf pupils learn in ordinary classes in mainstream schools. In this article we explore patterns of achievements of deaf pupils to see if these reforms had improved attainment outcomes. International surveys such as PISA do not include deaf pupils. This article describes two independent large-scale surveys about deaf pupils in Sweden and Scotland. The similar results from both countries show that deaf children, after two decades of social reform and technical advances, still lag behind their hearing peers. The results also show how large-scale surveys can contribute to a greater understanding of educational outcomes in a small, vulnerable group and make it possible to continue to reform the field to narrow the achievement gap further. The results further suggest that differing methods in two contrasting educational contexts can lead to some similar results and point to the need for different support to children with hearing loss and language disadvantages.

Diverse schools and uneven principal leadership in Saudi Arabia

A variety of middle schools has flourished in Saudi Arabia – publicly funded, private, or international in character – as government tries to keep pace with rising family demand. This widening diversity of schools prompts questions over the social-class and ethnic differences of families served, and whether educational quality varies in consequential ways. We first describe the attributes of pupils enrolled in and qualities of 135 Jeddah middle schools, then estimate the extent to which school auspice predicts three elements of school quality (associated with pupil achievement) – length of instructional time, the principal’s focus on instructional rigor, and organizational cohesion among teachers. These estimates take into account pupil attributes, enrollment size, and the adequacy of material inputs. We find that private middle schools serve more advantaged pupils and display higher quality, compared with government-run schools, but no quality advantages for schools run by international sponsors were observed. Levels of instructional materials displayed little relation to the intensity of principal leadership or the social cohesion of teachers inside schools. Implications for equity and government policy are discussed.

أثر مودیول قائم على مدخل التعلم الإنسانی على تنمیة مهارات الحس العددی والتحصیل وبقاء أثر التعلم لدى تلامیذ الصف الخامس الابتدائی

هدف هذا البحث إلى الکشف عن أثر موديول قائم على مدخل التعلم الإنساني في تنمية الحس العددي والتحصيل وبقاء أثر التعلم لدى تلاميذ الصف الخامس الابتدائي. تکونت عينة الدراسة من (70) تلميذا: (35) تلميذا للمجموعة التجريبية، (35) للمجموعة الضابطة. وقد تم إعداد دليل للمعلم ، کتيب للتلميذ ، وتم إعداد أداتي الدراسة وهما: اختبار الحس العددي واختبار التحصيل فى الرياضيات ؛ وقد تم ضبطهما إحصائيا وتطبيقهما بعديا على التلاميذ مجموعتي البحث. أشارت نتائج الدراسة إلى أثر موديول قائم على مدخل التعلم الإنساني في تنمية الحس العددي والتحصيل وبقاء أثر التعلم لدى تلاميذ الصف الخامس الابتدائي. وفى ضوء هذه النتائج يوصى الباحث بضرورة تدريب المعلمين على توظيف مدخل التعلم الإنساني في تدريس الرياضيات بصفة عامة ولتلاميذ المرحلة الابتدائية بصفة خاصة . The current study aimed to discover the Impact of the use of a Module based on Humanizing learning in developing Number Sense, Mathematics achievement and Retention of 5th grade primary stage pupils. The researcher prepared these tools (a teacher guide , a pupils book , a achievement test, Number Sense test ) . The sample of the study consist of (70) of 5th year primary stage pupils. It assigned to an experimental group (35) and a control one where each consist of (35) students. The experimental groups were taught by the Module based on Humanizing learning. The Control groups were taught by regular instruction. The results showed that using Module based on Humanizing learning prove to be effective on developing Number Sense , achievement in Mathematics and Retention for the target study . The researcher recommended that the teachers should be trained in using of a Humanizing Learning in teaching Mathematics.

FORMATION OF PROFESSIONAL COMPETENCE IN THE COURSE OF PHYSICO-CHEMICAL LABORATORY WORKSHOP IN ECONOMIC UNIVERSITY

Abstract. Aim. The work is devoted to the study of the conditions of formation in the educational process on the subject «Analytical Chemistry and Physical Methods of Analysis», the most important competences necessary to the modern specialist in the food sector (production and examination of food quality technology) for food quality control and food safety of the population. Methods. The basis of the organization of educational process on the considered discipline laid professionally-oriented approach. Innovative instruments for use in laboratory practice are created based on the model of interdisciplinary design, providing for the development of electronic resources by students. Evaluation of formation of competences was carried out using a three-tier model based on the well-known in pedagogics measurement systems of achievements of pupils: B. Blum’s taxonomy, V. P. Bespalko’s classification, etc. Indirect quality standard of efficiency of educational process was based on the surveys of students, teachers of specialized (professional) departments, and on comparison of student portfolios. Results and scientific novelty. The complex of competences which development is promoted by a laboratory workshop on analytical chemistry and physicalchemical methods of the analysis is emphasized. The connections of these competences with content of the laboratory practical work providing the application of electronic resources optimizing labor-consuming routine transactions of an experiment and facilitating handling of its results are determined. The approbation of laboratory works and assessment of their efficiency in forming of various all-professional and professional competences is carried out. Practical significance. Described experience of a laboratory practical work, developing innovative resources on the basis of student partnership formation and evaluation elements of the professional competencies can be used by various educational institutions in the system HE, HVE and SVE.

Light up their learning

The annual Let Teachers SHINE competition rewards innovative ideas that boost pupil achievement. Two finalists explain the thinking behind their winning concepts.

A Comparative Study of Class Size and Academic Achievement of Pupils in Boarding and Non-Boarding Schools

A Comparative Study of Class Size and Academic Achievement of Pupils in Boarding and Non-Boarding Schools

Digital Learning Aids for Nynorsk Pupils in School: - A Politically Sensitive Area or a Question of a Deeper Scientific Understanding of Learning?

This position paper focuses on Nynorsk in the digital era and the need for research-based knowledge about it in school settings in Norway. The Norwegian language situation is exceptional because Norway has two written standards, Bokmål (majority variety) and Nynorsk (minority variety), and both the Education Act and the Norwegian Directorate of Education require that publishers provide parallel editions of all paper-based and digital learning aids for pupils. However, a national report by Skjær,Eiksund, Fretland, Holen & Netteland(2008) revealed that few publishers have developed and offered digital learning aids in Nynorsk. In 2015 the situation appears to be largely unchanged, even though the authorities, language organisations and “leadings lights” have taken several initiatives to encourage compliance with the Education Act; however, what is needed is further research into the situation of parallel editions of digital learning aids. This is of particular interest today since the pupils in the county with the highest rate (97%) of Nynorsk-pupils has consistently been at the top of the list as one of the best performing counties in Norway in national tests since 2006 (Directorate of Education 2015). In addition, Vangsnes, Söderlund & Blekesaune (2015) find that municipalities in Norway with more than 50% Nynorsk-pupils achieve better in National tests when compared to Bokmål municipalities. The main message in our position paper is that the digital revolution might have changed some underlying premises for how we understand and use language and dialects, and the need for parallel editions of digital learning aids in Bokmål and Nynorsk is no longer a question of economics or of political statements for or against Nynorsk, etc., but is instead a question of a more nuanced scientific understanding of learning and achievement in today’s digitized school. The achievements of Nynorsk pupils in national tests is one indicator of school performance, but to understand what causes this relationship further research is required and several indicators should be developed. In this case, it concerns Nynorsk pupils, but in a broader sense, it concerns pupils in general, and how they learn in school.

Comparing the Effect of Inquiry-Based Multiple Intelligence Approach and Non-Inquiry Based Multiple Intelligence Approach on Achievement in Science

The paper focused attention on comparing the effect of inquiry based multiple intelligence approach and non-inquiry based multiple intelligence approach on achievement of pupils in some selected primary schools. Two primary schools were selected purposively with one intact class from each school. Each intact class of thirty (30) pupils was randomly assigned to the two groups used for the study. A total of sixty (60) pupils were used in the study. The two groups were assigned each to the inquiry based multiple intelligence approach group and the non- inquiry based multiple intelligence approach group. The research design was a quasi-experimental design, involving a pretest and post-test in achievement of students. The reliability of the test instrument was established at 0.75 which was considered adequate. A pretest- was administered to the pupils .The pupils were taught science concepts based on the curriculum of the ministry of education for a period of eight (8) weeks using the inquiry- based multiple intelligence approach and non- inquiry multiple intelligence approach for group A and B respectively after which the post-test- was administered. . Findings using the statistical tools of mean, median, standard deviation the one way analysis of covariant (ANCOVA) were used to proffer answers to the generated research questions and hypotheses revealed that there was significant difference between the achievement scores of pupils in science for the use of non- inquiry based multiple intelligence approach and non- inquiry based multiple intelligence approach on. It was also statistically established that the effect of inquiry based multiple intelligence approach was on achievement is science was better. Conclusion and recommendations such as introducing and enhancing the use of inquiry based multiple intelligence approach in primary and secondly schools were made.

The Influence of Teachers’ Mathematics Pedagogy Content Knowledge Training on Pupils’ Mathematics Achievement

The study aimed to determine the subject matter knowledge (SMK) of Grade-V Mathematics teachers and the influence of teachers’ Mathematics Pedagogy Content Knowledge (MPCK) training on their pupils’ achievement. It used a quantitative and qualitative method of research to address the low performance of pupils in national and local assessments. The study was done in Camiguin among 40 teachers and 825 pupils who were randomly chosen. A teacher made test to assess the teachers’ SMK and pupils’ achievement with reliability of .95 and open-ended test to assess teachers’ MPCK with reliability coefficient of .80. This test was given as pretest before teachers’ training and posttest after training. Interview was done for triangulation. After analysis of the data the result revealed that the experimental group of teachers has significantly higher MPCK than those without training and pupils’ achievement score is significantly higher than pupils under the teacher without training. The researchers recommend that teachers MPCK training be done to improve pupils achievement and teacher-training institutions should include MPCK in the curriculum.

Physical Abuse, Neglect and Academic Achievement of Primary School Pupils

The study focused on child abuse and neglect on pupils’ academic achievement in primary schools. The ex-post facto design was adopted. Out of the four forms of child abuse, two were identified for the study, physical abuse and neglect. Four research questions were formulated to guide the study. The population of the study consist of 3125 primary five (5) pupils. 312 primary five (5) pupils were selected as sample from thirteen primary schools from the population using simple random sampling technique. Mean and standard deviation were used to answer the research questions. The result revealed that physical abuse and child neglect influence pupils’ academic achievement. Based on the findings, it was recommended that parents and guardians should see beating, hitting, slapping, punching among others as physical abuse and should desist from using them as means of correcting children under their care. Rather advice and state the implication of any negative behaviour a child wears to correcting them whenever they derail from adult expectations on such children and also make home a peaceful place for their children, love, protect and care for them. The study concluded that if child abuse and neglect are reduced to its beeriest minimum, pupils’ academic achievement in primary schools would be enhanced towards development of other levels of education for national development.

Educational effectiveness in Chilean secondary education: comparing different ‘value added’ approaches to evaluate schools

This article reports an original investigation into school performance measures and the multilevel nature of pupil achievement data in the Chilean school system using a sample of 177,461 students, nested within 7146 classrooms, 2283 secondary schools and 313 municipalities. The data-set comprised Year 10 students’ 2006 SIMCE test’s results in two subject outcomes (language and maths) matched to their prior attainment in grade 8 and family characteristics. The analyses showed the lack of precision of two-level models to draw conclusions regarding the effectiveness of Chilean secondary schools as well as the extent to which different pupil intake, background and context features of Chilean secondary schools influence students’ performance. The results show substantial and statistically significant municipal, school and classroom effects in Chile, and how the estimation of school effects changes according to the explanatory variables controlled for in the analysis and the outcome analysed. These results are compared with similar studies carried out in Latin America, as well as in other countries (England and China), in order to situate the findings in the broader knowledge base of Educational Assessment and Effectiveness Research.

Meet the Pupil Achievement Team

The Pupil Achievement Team is a core part of Bay House School's Pupil Premium strategy. Kim Chaney and Keira St John-Mosse explain how it works

Values in General Education School: Teachers’ Approach

Moral values are characterized as meaning of human life and plenitude condition. The basis of moral values are always spiritual and ensuring human as individual united becoming. The influence of moral values to better pupil achievements and thinking are based on academic research. Attention is drawn, that values of educators are related not only with their own work but also with ability to create more humane relations and educational process – to work with all age group students and base communication in educational process on self-esteem and creativity. The values of educators have an influence on student maturity – education based on moral values determine positive social behavior, allows the better understanding of behaviour impact on yourself and others, develop his ethic vocabulary. The research discovers that in modern school moral values are not frequent – they formed a quarter of all identified values. Values can be considered as aspect of organization of educational process, school management and work with parents. However by this way the attitude is expressed to school management and education based on humane relations, establishment of conditions is emphasized to correspond not only the need of educator but also the needs of other schools community members. Discussing values, educators often express problems arising while organizing educational process. So it must be assumed that various pedagogical difficulties have influence on value education – giving a sense to student activities require considerable amount of effort. Therefore short-term goals are set and pupil moral position is understood in school. Little attention to spiritual learning perspectives.

School Achievement of Immigrant Children: The Decreasing Influence of Ethnic Concentration

There is an ongoing debate in many countries about the assumed negative influence of ethnically concentrated schools on pupils’ cognitive development. This paper addresses the influence of concentrations of ethnic minority children in schools on the school achievement of their pupils. The analysis covers the period 1988–2004 and is based on a very large (60,000 pupils in each edition) longitudinal survey of the school achievement of primary school pupils, which was held every 2 years in the Netherlands. It reveals that the educational achievements of pupils from ethnic minority groups are improving, more so in arithmetic than in language. The paper examines whether ethnically concentrated schools make up the gap. We find that ethnically concentrated schools appear to become more and more adept at dealing with the educational disadvantage of ethnic minority children: they are making greater progress in educational achievement than schools with few ethnic minority children. Over the 15-year period studied, ethnically concentrated schools have removed around half the language disadvantage compared to ‘white’ schools, and as much as even three-quarters of the gap in arithmetic.

Use of Lecture Method and Concept Mapping Strategies in Enhancing Primary School Pupils Achievement and Retention in Social Studies at Makurdi, Nigeria

This study investigated the use of concept mapping strategy with the lecture teaching method as it affects achievement and retention ability of primary six pupils in social studies. A total of 244 primary six pupils from Makurdi local government area of Benue State, Nigeria, were randomly selected. The total number of boys was 123, while that of girls was 121. A Quasi experimental design was adopted for the study. Two instruments were used for data collection, namely: the social studies achievement test (SSAT) and social studies retention test (SSRT). The data collected were subjected to independent sample t-test and paired sample t-test, at a probability level of .05 to indicate statistical significance. The finding revealed that concept mapping strategy was more effective in enhancing achievement score of pupils as compared to the lecture method. Pupils taught using concept mapping recorded a mean achievement score of 63.0 %, as compared to those taught using the lecture method strategy with a mean achievement score of 49.9 %. Though, the mean achievement scores of pupils taught using the two different teaching techniques showed significant difference, however, the mean retention score of pupils was not significantly (P<0.05) affected, hence hypothesis was upheld. The implication of study showed that social studies teachers should adopt concept mapping strategy as an effective teaching-learning technique in improving pupils academic performance in school.

Context and Implications Document for: Raising the achievement of white working class pupils: good practice in schools

This guide accompanies the following article: Kirstin Lewis and Feyisa Demie. Raising the achievement of white working class pupils: good practice in schools. Review of Education, DOI:10.1002/rev3.3037

Raising the achievement of white working class pupils: good practice in schools

This research identifies strategies that schools have used to raise achievement among white working class pupils in multiracial schools. The methodological approach comprises case studies of schools and focus group interviews to ascertain the views of teachers, parents and children about strategies that worked to raise achievement. The study identifies a number of successful strategies for promoting the achievement of white working class pupils including strong leadership; an inclusive curriculum that meets the needs of white working class pupils; engaging parents and breaking the cycle of low aspiration; supporting pupils through extensive use of teaching assistants and learning mentors and specific support for language development. The transition between primary and secondary school was also managed carefully so that support for white working class pupils continued in a similar vein. This study also highlights that where achievement for white working class pupils was best, headteachers either had white working class roots themselves or a deep commitment to the issues of white working class communities. There were also many people from the local community working at the case study schools who were role models to children. Implications for policy and practice are given in the final section.